Users

Knowledge, Context, and Expectation Part II

I first came across this image years ago in our pediatrician’s office. It made everyone who saw it laugh. The young boy—less than a year old, probably—has very limited world experience. But somethings he knows well—food comes out of those! The boy recognized the imagery, but with his limited background knowledge of art and contextual experience, his expectations of milk were quickly dashed (to the complete amusement of his mother). While we enjoy the boy’s predicament, it is good to keep in mind that the products we create can put our users at a disadvantage. The product’s audience can similarly have limited background knowledge, misinterpret the context, and be left with unexpected consequences. And a loving mother might not be there to console them…

Remarkable Design

How does one design a remarkable product? “Well, it depends on a product,” some would say. But couldn’t we say something general? Why do we feel passionate about some products but not others? Consider conversations: some are fun, some are boring; some engage lots of people, some not so much; some result is heated exchanges, some are more neutral. Note that you can be very passionate about a topic, but don’t consider it fun: rape, genocide. Politics engages lots of people, but the details leave most bored. Some conversations generate sustained interest, and some fizzle out without a remark. What’s required for a conversation to be remarkable? That depends on the audience. To be engaged in a discussion, you have to find the topic interesting to you. And what’s interesting to you, might not be to me. Thus the topic of conversation is a variable of the targeted audience. Even if you find the topic amusing, you might not have the time to participate in the conversation. “I would love to talk to you about quantum space time, but the plane leaves in 5 minutes.” And it is so noisy on the plane that you can only hear every other…

Bullying in a Workplace

On Valentine’s Day, February 14 2011, New York Times ran an article “Web of Popularity, Achieved by Bullying” by Tara Parker-Pope—recent research shows interesting patterns in bullying and victimhood distribution in the school student body. As I was reading the article, I realized that much of what is being described there had a direct parallel in a workplace. I don’t have the data to back this up, but I had personal experiences giving me some anecdotal evidence. Perhaps you have had similar experiences as well (academia is ripe with them). To make my point I’ll quote part of the article below and use bold on text that I’ve replaced in the article: students to co-workers; student body to employees, and so on. Enjoy! Web of Popularity, Achieved by Bullying By TARA PARKER-POPE For many employees navigating the social challenges of a workplace, the ultimate goal is to become part of the “popular” crowd. But new research suggests that the road to workplace popularity can be treacherous, and that employees near the top of the social hierarchy are often both perpetrators and victims of aggressive behavior involving their peers. The latest findings, being published this month in The American Sociological Review,…

Multitasking Myth

I’ve been noticing a lot of praise and demand for mutlitaskers: “We are looking for a talented individual who is [insert a laundry list of qualifications here] and is also a great multitasker!” or “Women are naturally better at multitasking.” or “Not only is he gifted, but he is able to work on all these projects simultaneously. If only we had a dozen more just like him!” (—probably just to get anything done!) The interesting aspect of this increased demand for multitasking is the rise of ADHD diagnosis. So I thought it would be an interesting exercise to pin down what exactly is being praised and diagnosed. A Curious Case of ADHD Let’s start with formal diagnostic criteria for ADHD (attention deficit hyperactivity disorder). What are the symptoms of ADHD? Below is a list of attributes that is adapted from the Diagnostic and Statistical Manual of Mental Disorders 4th ed. (DSM-IV). When you read this list the first time, imagine an eight year old boy trapped in an elementary classroom. On the second reading, consider an 80-year-old woman in a nursing home. On the third, visualize a soldier just back from Afghanistan. And finally, when you read the list for…

Lessons to be Learned from the GAP Logo Debacle

Geoghegan, T. (2010). “Lessons to be learnt from the Gap logo debacle.” BBC News Magazine. Retrieved on October 12, 2010: http://www.bbc.co.uk/news/magazine-11517129 A new logo can brighten up a company’s image or enrage loyal customers. In the case of GAP, the latter was obvious. The release of the new logo led to a huge online backlash from customers on FB and twitter conveying how unhappy they were with the logo. Within a week of release, GAP chose to revert back to the original logo after a slew of criticism. GAP LOGO The importance of being an iconic brand has been severely undervalued. The association of the image and brand is overlaid in the minds of people for the last 20 years. Changing the visual must have pre empted GAP to have tested the logo with focus groups and understand the reactions of the audience.  The changed their visual imagery without upsetting customers. The logos below have retained their sense of familiarity which is refreshing and yet without really giving customers the need to process an all together new image to associate with the brand. Companies uniformly moved from serif font to a more elegant Helvetica. MSNBC LOGO GE LOGO Product Positioning:…